Early Childhood Longitudinal Study-Birth Cohort Research Articles

Measuring social-emotional development in schoolchildren: A national-level analysis of ECLS-B cohort data

The present study examined the social-emotional development items assessed by kindergarten teachers in the Early Childhood Longitudinal Study-Birth Cohort to determine the optimal factor structure underlying the items as well as the reliability and validity of the resulting factors. This study identified an empirically derived factor structure for teacher-reported social development, investigated whether there was evidence of bias in teacher assessments of social-emotional constructs, examined factor invariance across demographic characteristics (i.e., race and ethnicity, sex, and poverty status), and examined the external validity of the derived factors by determining the extent to which they were associated with well-established measures of early childhood competencies. Findings suggested a 4-factor solution was optimal, consisting of (a) Interpersonal Skills, (b) Externalizing Behavior, (c) Approaches to Learning, and (d) Perspective Taking. Findings offer suggestive evidence of teacher biases in assessments and some, although not conclusive, support for the invariance of social-emotional dimension across demographic characteristics. Results provide a useful next step toward documenting reliable and valid social-emotional measures for use in early childhood research and challenges users of national datasets to think critically about the use of “scales” without a priori attention to important psychometric properties.

Mothers' work conditions, income, and parenting of young children.

In this study, we investigated the interplay of positive work conditions with parenting behaviors across children's first 4 years. Most mothers in the United States are employed in paid work during their children's early years. Research typically has focused on the ways that such employment can conflict with the intensive demands of parenting, but it can also help mothers socially and psychologically during this important period of children's development. Integrating federal survey data on occupational conditions with parenting reports of job flexibility and parenting behaviors from 5,250 mothers in the nationally representative Early Childhood Longitudinal Study-Birth Cohort, we estimated how work conditions were associated with stimulating and sensitive parenting and whether these associations were stronger for mothers with lower income. Results of autoregressive modeling demonstrated that job flexibility, opportunities for mastery, and opportunities for connection were positively associated with a composite measure of stimulating and sensitive parenting. Significant interactions indicated that many associations were more pronounced for mothers with lower income. Our results build upon prior work, demonstrating that positive work conditions can support parenting during early childhood and that this is especially true for low-income households. These results bridge the work-family and parenting literatures with important policy implications, such as adopting family-friendly policies within companies.

Employment Resources and the Physical and Mental Health of Mothers of Young Children

This study explored resources from paid employment that could promote women’s health during a vulnerable period of motherhood (raising young children). Following theoretical perspectives on work–family interplay and stress, it tested two sets of hypotheses by applying cross-lagged modeling techniques to nationally representative data on mothers from the Early Childhood Longitudinal Study-Birth Cohort ( n = 7450) and occupational conditions from the Occupational Information Network database. In general, mothers of young children reported better health when employed in occupational sectors with more socioemotional resources, such as opportunities to develop a sense of mastery and connection. For the specific set of mothers who had children with health problems, more instrumental resources on the job, such as the ability to telecommute, appeared to better support health. There was some evidence of resources mattering more in the context of part-time employment, but there were no links between any resources and mental health.

Preliminary Validation of the Multidimensional Father Involvement Scale for Low-Income Fathers

Abstract: The current study represents a preliminary validation of the Multidimensional Father Involvement Scale (MFIS), a measure to assess father involvement among cohabiting and non-cohabiting low-income fathers of children (6 months– 11 years old). The 43-item scale includes items modified from the Inventory of Father Involvement (A. Hawkins et al., 2002) and Early Childhood Longitudinal Study–Birth Cohort (Bronte-Tinkew et al., 2007) and additional items to assess indirect behavioral and nonbehavioral (affective, cognitive, and ethical) involvement. Study 1, which included interviews with low-income fathers (15 Black and 4 Latino), supported face and construct validity. Study 2, which included 125 (61.6% White, 16.8% Black, and 15.2% Latino) low-income cohabiting fathers, supported concurrent and discriminant validity. Although confirmatory factor analysis did not support the hypothesized factors, the MFIS had strong internal consistency (α = .95) and appears to be a promising measure for assessing a broad range of father involvement among low-income and racial minority fathers.

Preterm Birth and Other Measures of Infant Biological Vulnerability: Associations with Maternal Sensitivity and Infant Cognitive Development.

Low birth weight (LBW), biological vulnerability that includes preterm birth (PTB) and small for gestational age (SGA), is associated with reduced maternal sensitivity ("making accurate inferences about an infant's physical and emotional needs and responding appropriately") and impaired infant cognitive development. However, research does not examine if preterm birth, SGA, or both drive these associations. This study separated these measures of biological vulnerability to examine associations of LBW, PTB, and SGA with maternal sensitivity and infant cognitive development (controlling for maternal depression, breastfeeding, and demographic covariates). The sample included 6900 9-month-old infants from the Early Childhood Longitudinal Study-Birth Cohort and used birth certificate data, maternal interviews, assessments of maternal sensitivity and infant cognitive development. Multiple linear regressions examined LBW, PTB, and SGA associations with concurrent measures of maternal sensitivity and infant cognition. Of the biological vulnerabilities, preterm birth had the strongest negative association with maternal sensitivity (F1,6450 = 29.48 versus 15.33 and 5.51,ps < .001) and infant cognitive development (F1,6450) = 390.65 versus 248.02 and 14.43,ps < .001). In the final regression model, preterm birth and maternal sensitivity were uniquely associated with infant cognitive development (R2 = .05, p < .001), after controlling for maternal depression, breastfeeding, and demographics. In this nationally representative infant sample infants, PTB had a stronger negative association with both maternal sensitivity and infant cognitive development in comparison to SGA or LBW. The LBW designation combines infants born preterm with SGA infants, potentially minimizing differences in developmental outcomes of PTB and SGA infants.

Association between early income variation around poverty thresholds, income trajectories, and birth, child, and family characteristics

Poverty is experienced by about 15% of children under the age of six in the United States at any given time and over 40% of children at least once prior to kindergarten entry. Given that many families experience dips in and out of poverty prior to school entry, increasing research focuses on early household economic conditions and family income instability among such families. Using Early Childhood Longitudinal Study-Birth Cohort data (2001–2007) sampling children in poor and moderate income families and two relevant theoretical frameworks, the present study investigated (a) the extent to which income varies around the official poverty threshold (as well as other relevant thresholds used to determine social safety net program eligibility) in a subsample of low-to-moderate income families, and (b) the early, time-variant factors associated with membership in specific birth to kindergarten income trajectories as well as fluctuations around well-used income thresholds in a subsample of low-to-moderate income families. Sixty-seven percent of children in the study were classified in the stable low income trajectory, and findings suggest the majority of these children oscillated above and below 100% Federal Poverty Level (FPL) at various times throughout early childhood (55%). Results also suggest birth, child, and family characteristics such as changes in maternal depression, maternal work status, and household composition differentiate income trajectory class membership and are associated with income fluctuation around 100% FPL and 130% FPL. Findings are discussed in the context of current dialogue about the nature of family poverty over time, and the limitations of social policy responses that attend to family needs at one point-in-time without consideration of trajectories and the consequences of cyclical poverty for children and their families.

The Ecology of Early Development: Fathers’ Home Involvement and Child’s Later Educational Outcomes

This study examined the relationship between young children’s cognitive development and fathers’ engagement in early childhood. The study examined fathers’ home engagement patterns based on literacy, play, and caregiving activities when their children were 9-month-old and these patterns of engagement in 9-month-old were related to children’s cognitive development in preschool. Latent class analysis (LCA) procedure was used to create subgroups/classes of fathers based on their actual engagement. The study employed multiple data sources from Early Childhood Longitudinal Study-Birth Cohort (ECLS-B). The data sources include a self-administered resident father survey, direct child assessment, and parent interviews. The results of the study suggested that there were five distinct classes of fathers based on their actual engagement. A total of 6.200 fathers were included in the analysis to create father classes. In the regression analysis, a total 0f 4.800 children were included. Although father classes were mostly similar, there were two distinct father classes with different actual engagement patterns based on child’s gender. Although, the class of fathers with the highest likelihood of engaging their infant girls had a negative effect on girls’ literacy and mathematics scale score in preschool, the results regarding children’s later educational outcomes were mixed.

A Closer Look at the Birth Order Effect on Early Cognitive and School Readiness Development in Diverse Contexts.

Using the Early Childhood Longitudinal Study–Birth Cohort data, we examined the effect of birth order (firstborn vs. later-born) on children's cognitive skills at 24 months and school readiness (i.e., math and literacy) skills at age 4 years. Previous research in the U.S. using predominantly English-speaking, low-risk samples suggests that firstborns tend to show better early cognitive and school readiness skills than later-born children. However, results of the current study showed that although there was a firstborn advantage in low-risk or English-speaking families, in high-risk or language minority families, later-born children showed equivalent or even better skills than firstborn children. Our moderated mediation models revealed that children's engagement in home learning activities mediated the relation between birth order and developmental outcomes, and families' cumulative risks and language minority status moderated the mediation pathways. These findings underscore the complex associations between birth order and early development in diverse ecological contexts.

Indirect effects, via parental factors, of income harshness and unpredictability on kindergarteners' socioemotional functioning.

Drawing on data from the Early Childhood Longitudinal Study-Birth Cohort (n = 10,700), we evaluate indirect effects - via parent negative psychology and harsh-inconsistent parenting - of income harshness, unpredictability, and their interaction on kindergarteners' socioemotional development. Income harshness is operationalized as the typical level of family income-to-needs across four repeated measurements from 9 months to kindergarten and unpredictability as random variation across the same repeated measurements. Results indicate that the effects of greater income harshness and the harshness-X-unpredictability interaction (reflecting more predictable income harshness) on more "problematic" child behavior operated via both parent negative psychology (i.e., greater psychological stress) and harsh-inconsistent parenting. Results underscore the utility of simultaneously investigating effects of income harshness and unpredictability, as well as their interaction and mechanisms of influence.

Predictors of kindergarten‐reading performance for children with special needs: Do intervention intensity and service provider matter?

AbstractOver 1 million children under age 5 years who have special needs are served by early intervention and early childhood special education (EI/ECSE) intended to promote academic and non‐cognitive school readiness. Past research suggested these services may have null or negative effects on kindergarten‐reading skills, but these studies did not account for features of the services received by participants. Using data from the Early Childhood Longitudinal Study–Birth Cohort, this study explored the relations between kindergarten‐reading performance and EI/ECSE intensity and service provider. Analyses of a nationally representative sample of 550 participants (67% male, 63% White) indicated approximately 30% of the variance in kindergarten‐reading is explained by a combination of child characteristics, hours of service and type of providers. Results suggest EI/ECSE effectiveness varies slightly by service intensity and provider, highlighting the need for additional research about the optimal conditions under which these services may be administered.

Are math and behavioral skills interrelated? A longitudinal analysis in early childhood.

The interrelationships between math and behavioral skill development prior to school entry are not well understood, yet have important implications for understanding how to best prepare young children for kindergarten. This study addresses this gap by utilizing a sample of 1,750 children (53% male; 47% White, 16% Black, 16% Hispanic, 8% Asian, and 13% other or multirace) from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) to examine the interrelationships between behavioral (parent-reported prosocial skills and externalizing problems) and math skills (directly assessed) across the ages of 4, 5, and 6 years. Results from a random intercept cross-lagged panel model (RICLPM) revealed significant between-person associations between each of these skills over time. After controlling for these between-person differences, findings identified several significant within-person associations both between and within domains, with prosocial skills at age 4 predicting both prosocial and math skills at age 5. At age 5, math skills were predictive of future math and prosocial skills at age 6. Externalizing problems were not significantly associated with either of the other skills at any time points, but did predict continued externalizing problems from ages 5 to 6. Findings highlight the importance of supporting children's prosocial and math skills in conjunction with one another during early childhood prior to school entry. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Inequalities in Exposure to Ambient Air Neurotoxicants and Disparities in Markers of Neurodevelopment in Children by Maternal Nativity Status.

Exposure levels to environmental pollutants vary significantly among different populations. These inequities in exposure to hazardous air pollutants (HAP) among different populations can contribute to disparities in neurodevelopmental outcomes. The aim of this study was to determine if exposure to HAP varies by maternal nativity status, a demographic marker often overlooked in the study of health disparities. We also assessed if those inequalities in exposure levels are associated with neurodevelopmental measures in young children. To do this, we obtained data from the Early Childhood Longitudinal Study-Birth cohort (ECLS-B), a nationally representative sample of children born in the U.S. in the year 2001 (n = 4750). Bayley’s Short Form-Research Edition (BSF-R) was used to measure cognitive development at 2 years of age. Using residential location at nine months of age, participants were assigned exposures to ten HAPs identified as potentially neurotoxic. Linear regression models were used to assess the joint effect of maternal nativity status and HAP exposure on neurodevelopment. Results showed inequities in exposure levels to ten different HAPs among the populations, as approximately 32% of children of foreign-born mothers were exposed to high levels of HAPs, compared to 21% of children born to U.S.-born mothers. Adjusting for socioeconomic factors, both isophorone exposure (a marker of industrial pollution) (−0.04, 95% CI, −0.12, 0.04) and maternal nativity status (−0.17, 95% CI, −0.27, −0.06) were independently associated with lower standardized BSF-R mental scores in children. Interaction between nativity status and isophorone was not statistically significant, but the change in mental scores associated with isophorone exposure was greater in children of foreign-born mothers compared to children of U.S.-born mothers (−0.12, vs. −0.03, p = 0.2). In conclusion, exposure to HAPs within the highest quartile was more commonly found among children of foreign-born mothers as compared to children of US-born mothers, indicating inequities in pollutant exposure by nativity status within urban populations. Exposures associated with nativity status may negatively contribute to children’s neurodevelopment.

Antecedents of Pregnancy Intention and Prenatal Father Engagement: A Dyadic and Typological Approach

Prior research indicates that unintended pregnancy is associated with poorer maternal well-being, decreased relationship stability, and compromised child health and development, whereas prenatal father engagement is linked to lower maternal stress and enhanced infant health. Here we extend such research, considering unintended pregnancy and prenatal father engagement in typological perspective to (1) identify different types of (prenatal) families; (2) explore whether problematic antecedent factors predict family type; and (3) whether family type forecasts postnatal parenting attitudes, father involvement, and marital conflict. Latent-class analysis using a subsample of participants from the Early Childhood Longitudinal Study-Birth Cohort ( n = 6100) revealed four types of families: High Pregnancy Intention/High Father Engagement (22.6%), Low Pregnancy Intention/High Father Engagement (14%), Average Pregnancy Intention/Average Father Engagement (58.2%), and Low Pregnancy Intention/Low Father Engagement (5.2%). Associational findings indicated having a highly involved father prenatally mitigates potential risks associated with an unintended pregnancy vis-à-vis family functioning.

Correlation between Motor, Socio-Emotional Skills, and Academic Performance between Young Children with and without Disabilities

Preschoolers and kindergarteners demonstrate rapid growth and change in motor skills, socio-emotional (SE) skills, and academic performance. Data on 250 children with disabilities (CWD) and 250 typically developing children (TDC) from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) data set were analyzed to explore the relation between motor skills, SE skills and academic performance for children with and without disabilities. The ECLS-B data set is the first study to follow children from birth through kindergarten entry, collecting data on thier early development. The current study utilized descriptive and regression analyses (survey frequency, mean, and regression) were conducted using Statistical Analysis Software (SAS) version 9.2 (SAS Institute, 2008). Results indicated that both fine and gross motor skills make significant contributions to SE skills in CWD at both preschool and kindergarten and in TDC at preschool only. A significant correlation between fine and gross motor skills and academic performance was found for CWD and TDC in preschool and kindergarten. These findings indicated that an increased emphasis on the development of fine and gross motor skills during the preschool years may benefit the development of SE skills and academic performance for CWD. Results sheds light on the importance of including motor interventions as part of early childhood education programs delivered to CWD to narrow the achievement gap and ideally result in early learning success.

Pregnancy weight gain in twin gestations and maternal and child health outcomes at 5 years.

Objective:Current guidelines for maternal weight gain in twin pregnancy were established in the absence of evidence on its longer-term consequences for maternal and child health. We evaluated the association between weight gain in twin pregnancies and the risk of excess maternal postpartum weight increase, childhood obesity, and child cognitive ability.Methods:We used 5-year follow-up data from 1000 twins born to 450 mothers in the Early Childhood Longitudinal Study – Birth Cohort, a nationally representative U.S. cohort of births in 2001. Pregnancy weight gain was standardized into gestational age- and prepregnancy body mass index (BMI)-specific z-scores. Excess postpartum weight increase was defined as ≥10 kg increase from prepregnancy weight. We defined child overweight/obesity as BMI ≥ 85th percentile, and low reading and math achievement as scores one standard deviation below the mean. We used survey-weighted multivariable modified Poisson models with a log link to relate gestational weight gain z-score with each outcome.Results:Excess postpartum weight increase occurred in 40% of mothers. Approximately 28% of twins were affected by overweight/obesity, and 16% and 14% had low reading and low math scores. There was a positive linear relationship between pregnancy weight gain and both excess postpartum weight increase and childhood overweight/obesity. Compared with a gestational weight gain z-score 0 SD (equivalent to 20 kg at 37 weeks gestation), a weight gain z-score of +1 SD (27 kg) was associated with 6.3 (0.71, 12) cases of excess weight increase per 1000 women and 4.5 (0.81, 8.2) excess cases of child overweight/obesity per 100 twins. Gestational weight gain was not related to kindergarten academic readiness.Conclusions:The high prevalence of excess postpartum weight increase and childhood overweight/obesity within the recommended ranges of gestational weight gain for twin pregnancies suggests that these guidelines could be inadvertently contributing to longer-term maternal and child obesity.

Parent–child interactions longitudinally mediate the association between shared literacy activities and emergent literacy and oral language skills

Research on the home literacy environment has predominantly centered on the quantity of word exposure rather than examining the role that nuanced parent–child interactions play in the home literacy environment and children’s language and literacy development. The present study addressed this gap by using the Early Childhood Longitudinal Study-Birth Cohort to examine whether the parent (e.g., sensitivity, positive regard) and child behaviors (e.g., engagement, sustained attention) during parent–child interactions assessed with the two bags task would function as mediators for the association between shared literacy activities and emergent literacy skills and oral language skills. The sample included approximately 10,690 children and their mothers. Results of the longitudinal path analysis with mediators showed the direct effects of shared literacy activities on emergent literacy and oral language outcomes. Additionally, parents’ positive regard, children’s engagement, and children’s sustained attention mediated the association between shared literacy activities and emergent literacy skills and oral language skills at preschool. Implications and future research are discussed.

The early effects of cumulative and individual adverse childhood experiences on child diet: Examining the role of socioeconomic status

Adverse Childhood Experiences (ACEs) have been associated with detrimental long-term health outcomes, including obesity risk. Existing research has yet to examine whether early life ACEs are associated with diet in early childhood within socioeconomic subgroups. Data were drawn from the Early Childhood Longitudinal Study-Birth Cohort (2001−2002). Mother-child dyads (n = 7000) were recruited when children were 9-months old, and followed longitudinally at 2 years, and 4 years. Mothers reported children's exposure to five ACEs at 9-months and 2 years and children's daily intake of fruits, vegetables, sweet snacks, and sugar-sweetened beverages (SSBs) at 4 years. Weighted multiple linear regression models tested the effect of cumulative and individual ACEs on child diet in full, low-, and high-SES samples. Cumulative ACE score was inversely associated with frequency of fruit intake in full (b = −0.08, p = 0.005) and low-SES samples (b = −0.10, p < 0.001). Domestic violence was associated with less frequent fruit intake in full (b = −0.21, p = 0.01) and low-SES samples (b = −0.29 p = 0.008). In the full sample, incarceration was associated with less frequent fruit intake (b = −0.24, p = 0.02), and domestic violence was associated with higher sweet snack (b = 0.22, p = 0.01) and SSB intake (b = 0.27, p = 0.009). Results provide preliminary evidence on the association between cumulative and specific ACEs and child diet, and how this relationship varies by SES context. Future research is needed to understand the complex multi-level mechanisms operating along this pathway in order to inform interventions supporting behavior change and to build evidence for policies that may reduce diet-related disparities in ACE exposure.

Pregnancy-related weight among immigrant and US-born mothers: The role of nativity, maternal duration of residence, and age at arrival.

Objectives:The goals of this study were to examine the associations between nativity and pregnancy-related weight and to assess the associations between maternal duration of residence and age at arrival in the United States on pregnancy-related weight among immigrants.Methods:Using logistic regression and data from the Early Childhood Longitudinal Study–Birth Cohort, we assessed differences in preconception weight and gestational weight gain between US-born and immigrant women (N = 7000). We then analyzed differences in both outcomes by duration of residence among immigrants (n = 1850) and examined whether the identified relationships varied by age at arrival in the United States.Results:Compared to US-born mothers, immigrants were less likely to be classified as obese prior to pregnancy (odds ratio 0.435, 95% confidence interval, 0.321–0.590) or experience excessive gestational weight gain (odds ratio 0.757, 95% confidence interval, 0.614–0.978). Among the immigrant sub-sample, living in the United States for 10–15 years (odds ratio 2.737, 95% confidence interval, 1.459–5.134) or 16+ years was positively associated with both preconception obesity (odds ratio 2.918, 95% confidence interval, 1.322–6.439) and excessive gestational weight gain (odds ratio 1.683, 95% confidence interval, 1.012–2.797, 16+ years only). There was some evidence that the duration of residence was positively associated with preconception obesity, but only among women who had moved to the United States at age 18 years and older.Conclusion:In sum, while immigrants are less likely than US-born mothers to experience preconception obesity or excessive gestational weight gain, these outcomes vary among the former group by duration of US residence.

Pregnancy-Related Weight and Postpartum Depressive Symptoms: Do the Relationships Differ by Race/Ethnicity?

Background: There are significant racial/ethnic disparities in the prevalence of postpartum depression. Prior research in the general population suggests that weight status is related to depression and that this relationship varies by race/ethnicity. However, few studies have investigated whether race/ethnicity moderates the relationship between pregnancy-related weight and postpartum depressive symptoms (PPDS). The objective of this study is to examine the relationship between pregnancy-related weight and maternal PPDS overall and by race/ethnicity. Materials and Methods: This study used data from the Early Childhood Longitudinal Study-Birth Cohort (n ≈ 6950). Ordinary least-squares and logistic regression was used to examine whether pregnancy-related weight, including preconception weight status and gestational weight gain (GWG), was associated with PPDS measured using the Center for Epidemiologic Studies-Depression Scale (CES-D). Stratified analyses were used to assess whether these relationships varied by race/ethnicity. Results: Preconception obesity (body mass index [BMI] ≥30 kg/m2) was associated with higher levels of PPDS (β = 0.601, 95% confidence interval [CI], 0.149-1.053). GWG adequacy was not associated with PPDS. Among non-Hispanic (NH) whites, preconception obesity was positively associated with PPDS (β = 1.016, 95% CI, 0.448-1.584). In contrast, among Hispanics, preconception overweight (25 kg/m2 ≤ BMI <30 kg/m2) was associated with lower levels of PPDS (β = -0.887, 95% CI, -1.580 to -0.195). There were no statistically significant relationships between pregnancy-related weight and PPDS among NH black or Asian women, but both groups were significantly more likely than NH whites to report PPDS. Conclusion: Whether and how pregnancy-related weight is associated with PPDS varies by race/ethnicity. Addressing preconception weight could help reduce overall levels of PPDS among NH whites but would likely fail to mitigate racial/ethnic disparities in postpartum mental health.

Cognitive Stimulation at Home and in Child Care and Children's Preacademic Skills in Two-Parent Families.

This paper used the Early Childhood Longitudinal Study-Birth Cohort (N = 1,258) to examine the influence of hilevels of cognitive stimulation from mothers, fathers, and childcare providers at 24 months and children's pre-academic skills at 48 and 60 months in two parent families. Results from path analysis showed direct positive effects of fathers' early cognitive stimulation on early reading and math skills at 48 and 60 months. There were also two moderated effects: The effects of high levels of maternal stimulation at 24 months on early math and reading skills at 48 months were largest for children also receiving high levels of cognitive stimulation from their childcare providers. Implications for including fathers in studies of the home cognitive stimulation and strengthening the parent-childcare connection are discussed.